“Letters to my mother”

towards a critical racial literacy

Abstract

The text Intends to reflect on the contributions of Critical Racial Literacy (CLR) In Basic Education based on the work Letters to my mother (2020), by contemporary Cuban author Teresa Cárdenas. The LRC, a discursive practice against racism(s), (re)thinks the literary text as a space for the construction of an anti-racist decolonial imaginary. Thus, this is a bibliographical research whose fundamental procedure is literary-critical analysis. To this end, the theoretical framework is anchored In Ferreira (2014), Gomes (2017), Hall (2016), hooks (2017), Lima (2015, 2016), Munanga (2009). The text encourages us to think that the promotion of literary reading is an important device for expanding access to literature and also for discussing ethnic-racial diversity In the classroom of the Final Years of Elementary School II at a State School of Education In the city of Alagoinhas-BA, thus contributing to the formation of positive racial identities through the LRC. The reflections constructed through the LRC, based on the process of literary reading In the classroom, helped the process of deconstructing racial stereotypes and prejudices, allowing an anti-racist pedagogical practice, encouraging students to understand the structures that still impose racial Inequalities.